Development of Evidence-Based Guidelines for the Integration of Generative AI in University Education Through a Multidisciplinary, Consensus-Based Approach

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education Pub Date : 2025-02-13 DOI:10.1111/eje.13069

Loizos Symeou, Loucas Louca, Argyro Kavadella, James Mackay, Yianna Danidou, Violetta Raffay

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引用次数: 0

Abstract

Introduction

The introduction highlights the transformative impact of generative artificial intelligence (GenAI) on higher education (HE), emphasising its potential to enhance student learning and instructor efficiency while also addressing significant challenges such as accuracy, privacy, and ethical concerns. By exploring the benefits and risks of AI integration, the introduction underscores the urgent need for evidence-based, inclusive, and adaptable frameworks to guide universities in leveraging GenAI responsibly and effectively in academic environments.

Aims

This paper presents a comprehensive process for developing cross-disciplinary and consensus-based guidelines, based on the latest evidence for the integration of GenAI at European University Cyprus (EUC). In response to the rapid adoption of AI tools such as LLMs in HE, a task group at EUC created a structured framework to guide the ethical and effective use of GenAI in academia, one that was intended to be flexible enough to incorporate new developments and not infringe on instructors' academic freedoms, while also addressing ethical and practical concerns.

Results

The framework development was informed by extensive literature reviews and consultations. Key pillars of the framework include: addressing the risks and opportunities presented by GenAI; promoting transparent communication; ensuring responsible use by students and educators; safeguarding academic integrity. The guidelines emphasise the balance between, on the one hand, leveraging AI to enhance educational experiences, and, on the other maintaining critical thinking and originality. The framework also includes practical recommendations for AI usage, classroom integration, and policy formulation, ensuring that AI augments rather than replaces human judgement in educational settings.

Conclusions

The iterative development process, including the use of GenAI tools for refining the guidelines, illustrates a hands-on approach to AI adoption in HE, and the resulting guidelines may serve as a model for other higher education institutions (HEIs) aiming to integrate AI tools while upholding educational quality and ethical standards.

Abstract Image

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制定基于证据的指南，通过多学科、基于共识的方法将生成式人工智能融入大学教育。

引言：引言强调了生成式人工智能（GenAI）对高等教育（HE）的变革性影响，强调了其提高学生学习和教师效率的潜力，同时也解决了准确性、隐私和道德问题等重大挑战。通过探索人工智能整合的好处和风险，引言强调了迫切需要基于证据的、包容的、适应性强的框架，以指导大学在学术环境中负责任地、有效地利用人工智能。目的：本文提出了一个综合的过程，以发展跨学科和基于共识的指导方针，基于最新的证据，在欧洲大学塞浦路斯（EUC）整合GenAI。为了应对高等教育中法学硕士等人工智能工具的迅速采用，EUC的一个任务小组创建了一个结构化框架，以指导在学术界道德和有效地使用GenAI，该框架旨在具有足够的灵活性，以纳入新的发展，同时不侵犯教师的学术自由，同时还能解决道德和实际问题。结果：框架的发展是通过广泛的文献回顾和咨询。该框架的主要支柱包括：应对基因工程带来的风险和机遇；促进透明沟通；确保学生和教育工作者负责任地使用；维护学术诚信。该指导方针强调了两者之间的平衡，一方面利用人工智能来增强教育体验，另一方面保持批判性思维和独创性。该框架还包括关于人工智能使用、课堂整合和政策制定的实用建议，确保人工智能在教育环境中增强而不是取代人类的判断。结论：迭代开发过程，包括使用GenAI工具来完善指导方针，说明了在高等教育中采用人工智能的实际方法，所得指导方针可以作为其他高等教育机构（HEIs）的模型，旨在集成人工智能工具，同时保持教育质量和道德标准。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Dental Education 医学-学科教育

CiteScore

4.10

自引率

16.70%

发文量

127

审稿时长

6-12 weeks

期刊介绍： The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.